Kindergarten Kindergarten

Math: Measurement Part 2--Area

Here is how I teach Area to my kindergartners--lots of hands-on exploration and discussion, of course!

All of the blackline masters I use are available to download free here:

  Download Measurement Unit_Area

In Texas, kindergartners are only expected to compare 2 flat surfaces and tell which is bigger and which is smaller. Which is either way too easy...

Or way too hard! If you have one area that is longer on one side, but shorter on another, it is difficult to compare their areas based on observation alone.

So using some kind of non-standard unit to actually measure the areas is a natural extension.

K.10)  Measurement. The student directly compares the attributes of length, area,
weight/mass, capacity, and/or relative temperature. The student uses comparative
language to solve problems and answer questions. The student is expected to:

(B)  compare the areas of two flat surfaces of two-dimensional figures (covers more, covers less, or covers the same).

• K.MD.1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
• K.MD.2. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Day 1

To introduce area, I present a simple problem to the kids...

Make sure to choose sticky notes that are easily comparable (fit completely inside each other). Have the kids discuss--which sticky note would be best for writing a long note, and why?  When they answer that one note is "bigger," press them for more...Bigger how? Is it longer? Is it taller? Keep pressing them until you get someone to say something close to "The inside part of this note is bigger, or has more room than this one." Let them demonstrate by actually placing one note on top of the other. Then introduce the word area and explain that it is the space inside a region.

Now let the kids do some exploration on their own:

Have the kids physically compare the books to determine which have a bigger/smaller area than their math notebooks.

Day 2

Have the kids look at the pictures of the windows below. Ask them which window has the bigger surface area? How can you be sure?

Have the kids cut out and physically compare the windows.

Is Emma's window bigger? It definitely looks taller... 

But wait...this way, Andrew's window looks taller. So which is it? Ask the kids if they can think of a way to find out for sure. Someone will probably suggest measuring it. But how? Measure what? Measure how long a side is? Measure it "this way"? Or "that way"? Remind them that if they really want to know who has the bigger window, they need to figure out which window has the bigger area (the inside part).

Then ask the kids what math tools they could use to measure the area. Don't be afraid to let them experiment. If someone chooses round counters, and there is space left over, discuss whether or not that is the best option.

I made these windows to be measured with 1" square color tiles, but any tool will work, as long as you use the same tool to measure both windows (discuss that with the kids!)

Here I've measured with 1" paper squares. It takes 12 tiles to cover Andrew's window and...

It takes 12 tiles to cover Emma's window, as well! They are the same size! The kids love it when they figure this out!

So now it's time for a discussion. How can they be the same size when they are not the same shape? This is a very hard concept for primary learners to grasp--"rearranging areas into different shapes does not affect the amount of area." (Van de Walle, Teaching Student-Centered Mathematics K-3)

And it's not a concept that they are going to grasp after one lesson. But, once again, we are providing the kids with concrete, hands-on experiences to build their schema.

Day 3

Allow the kids to do some more hands-on exploration today. Have them choose different objects from around the room and measure their areas with different non-standard units. I like to have them estimate how many units it will take to cover their objects first.

Good things to measure...anything flat! Games, books, puzzles, journals, notebooks, rugs, mats, etc.

Good things to measure with...tiles, cubes, playing, cards, dominoes and sticky notes (make sure you re-use the sticky notes--they aren't cheap!).

Good questions to ask while the kids are working:

• Which is a better choice to measure a game--these little tiles or the bigger sticky notes? Why? 
• If you run out of dominoes, can you finish measuring with tiles? Why or why not?
• If Alex measured his book with cards and Drew measured his with sticky notes, can you compare the measurements? Why or why not?

Day 4

More hands-on exploration!

Here's a chance to practice measuring "those hard-to-compare" objects. I encourage the kids to choose 2 objects that you cannot just stack on top of each other to compare their sizes. They love the challenge!

I also make them predict which has the larger surface area before they measure. It makes them start really thinking about how long or short or fat or skinny objects are--and how that affects their area.

Day 5

Here's a problem that challenges children to apply what they've learned through their hands-on exploration. Here's the catch--I do not give them tiles! They have to figure out that there will be five tiles across and 4 down for the whole rectangle. Some kids will draw the tiles to fill it in, some will draw grid lines, some might even cut out little scraps of paper to fill it in. But do you see where this is going? It's a very early exploration of how height and width relate to total area!

Challenge Problem

Give the children 14 tiles (or paper squares). The grid paper is just to help the kids organize their arrangements. Tell the kids to make a shape. It will either be a square or a rectangle (an excellent opportunity to review the attributes of squares and rectangles).

It's not this one...

Or this one...

This one works! 

But is it a square or a rectangle? (It's a rectangle because 2 sides are long and 2 are short).

You can have your kids glue paper squares in their notebooks...

Or draw the shape on grid paper...

But the most important part, as always, is the discussion!

As an extension, I give the kids a predetermined number of tiles and see how many different shapes they can make. (Numbers with multiple factors work the best... like 12 and 24). Again, the kids start to understand that shapes can look different and still have the same area).

Warning: Teaching kids about measurement definitely exposes you to the If You Give a Mouse a Cookie Syndrome. Before you know it, you will probably be measuring your windows with sticky notes and your carpet with pieces of construction paper.

Have fun with that!

How Do You Organize Your Books?

Today, Growing Kinders asked:

How do you organize your books?

I love this question, because I struggled with it for years. For so long, I treated my books like they were priceless treasures. I read them to my class, but wouldn't put them out in my classroom library. I was afraid they would get ripped, or bent, or smudged with little fingerprints. I stocked my classroom library with rejects--hand-me-downs or books I picked up at garage sales. Hardly what I would call quality literature.

Then I started reading people like Debbie Miller. I fell in love with Reading Workshop, and all of the sudden, I wanted my kids to READ. Not just the crap books I put out, but rich, deep, engaging literature. I wanted the kids to love reading as much as I do, and I wanted them to fall in love with books. So away went the crappy books and out went my favorites.

Now I don't have to store a lot of books, because most of my books are out for the kids to read and put in their book boxes. I have books of every genre out--fiction, fairy tales, leveled readers, magazines, author collections...This year, I set up a whole non-fiction section in another part of my classroom. My classroom library keeps expanding and expanding, like a living, growing thing.

There are some books, mostly holiday books or seasonal books, that only come out for part of the year. They go on this book stand. This picture was taken at the beginning of the year, so all of the back-to-school books are out.

When they're not out, I store those books on my bookshelves, but as you can see, there are not that many.

By the way, even though I spend a lot of time establishing expectations for how to treat books (read here), they still get ripped and bent and smudged with little fingerprints. But they get READ!

They are well-loved.

Besides, there's nothing a little packing tape can't fix!

Next year, I'm moving to a new school and will have a new classroom. I can't wait to set up my classroom library and will post pictures as soon as I can. In the meantime--get those books off your teacher shelf and out where the kids can READ them!

Math: Ordinal Numbers and a Shameless Request

We don't spend a lot of formal instruction time on Ordinal Numbers. Mostly, we learn it in mini-lessons/activities (Math Warm-Ups) and in context through other problems. But here are a few quick activities I do to make sure the kids have a good understanding of it...

In Texas, kindergartners only need to verbally name the positions 1st, 2nd and 3rd. If they can go beyond 3rd, and/or write the ordinal numbers (abbreviations), they recieve an "exceeds expectations" on their report card.

Download Color Train (Ordinal Numbers)

Download Animal School (Ordinal Numbers)

Both of the next ones are in one document.

Download Ordinal Numbers_fish_animal train
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The next activity is a fun one-- 4 riddles that the kids have to solve (process of elimination).

But if you want it, you have to do me a favor. Please go to the Facebook page for Kindergarten Kindergarten. While you're there, take a second and LIKE Kindergarten Kindergarten. The link for this activity is there. Shameless, I know. But I need to be liked!

Thanks so much for your support!

Please Excuse the Mess...

I'm doing a bit of blog cleaning.

I'm cleaning up the pages and sidebars, trying to make them a little more streamlined and easier to navigate. It's a work in progress, so please bear with me. It will be better than new in just a few days!

More Sight Word Practice Packets!

Kindergarten Sight Word Practice Pages, Set 2

Link to Set 1

Download Week 6_and have some want put

Download Week 7_come here with for me

Download Week 8_goes play up down out

Download Week 9_my his her our your

Download Week 10_you we they are were

Don't forget, you can use the flashcards from the different packets together to make sentences, which I think is the most valuable activity of all. My kids love to see who can make the longest sentence--it becomes quite the competition!

FAQ's

1. Where do you get your sight words? What order do you teach them in?

The sight words I use are very typical--all on the Dolch and Fry's lists. As for the order, that just comes from my own crazy, little mind. I believe very strongly in teaching sight words in context. So I don't want to group a bunch of words together simply because they all have 2 letters and are "easy" to learn. I want kids to start using those words immediately to build sentences. Also--I try to teach words that the kids use a lot in their writing very early, even if they're a little more difficult. You might also notice that I repeat words in the packets--more practice!

2. How do you introduce the words?

I  introduce one set of words at a time during a mini-lesson (sometimes during Calendar Time, sometimes during Reading Workshop). When most of my class has mastered those words, we move on to the next set. (BUT--sometimes I give students packets I haven't introduced to the whole class if they're ready for them).

3. Do your kids do one page in their packet a day?

Not necessarily. I assess kids throughout the year to see what sight words they can read and write. If a student can already read and write the words in a packet, they do not do it at all. If a student masters the words in a packet quickly, they are ready to move on. If a child is struggling, they will work with that packet until they get it. Which means at any given time, kids may be working on several different packets.

4. When/how do you use these packets?

• I send them home as part of my optional homework.
• During Reading Workshop as Word Work.
• During small group reading instruction and/or interventions.
• During Calendar Time, we use the flashcards to build sentences.

Once a word has been introduced to the whole class, it goes on the word wall. Once it is on the word wall, students are expected to spell it correctly in their writing.

Enjoy!

Math Problem Solving: Measurement--Length

Inchworm, inchworm, 
Measuring the marigold.
You and your arithmetic...

You'll probably go far!

So here is the beginning of my Kindergarten Measurement Unit. This is a fun unit, and that's a great thing, because we spend a lot of time on it! The unit is divided into 4 sections: length, surface area, weight and capacity. (We're also supposed to do temperature, but we cover that so much in science that we skip it in math). As with everything, we start out with lots and lots of hands-on, concrete learning activities. But once I feel like they have had enough practice, I give them a more abstract problem so that they can apply what they've learned. 

So let's start with LENGTH!

In Texas, kindergartners only need to be able to compare 2 or 3 objects and tell whether they are longer, shorter or the same (and the Common Core Standards look similar). But my children usually master that concept very quickly, so we move on to measuring with non-standard units. 

K(10)  Measurement. The student directly compares the attributes of length, area, weight/mass, capacity, and/or relative temperature. The student uses comparative language to solve problems and answer questions. The student is expected to:

(A)  compare and order two or three concrete objects according to length (longer/shorter than, or the same).

K.MD.1. 

• Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

K.MD.2. 

• Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Day 1

A space stick (if you're wondering) is a tongue depressor. We have them in our supply buckets and use them to help us leave spaces when we're writing. 

I really use this activity as a formative assessment--to see what the children already know. I do not give the kids a lot of direction, I just give them a space stick and let them go forth into the room to find their objects. As they are working, I circulate and talk to the children. I ask them to show me objects that are longer/shorter than the sticks. I ask them How do you know? and What does that mean--shorter? (or longer?) I get a general idea of where the class stands as a whole in their understanding. I also look for children that are struggling so I can make sure to keep an eye on them as we move forward.

During share time, I have the kids show examples of longer/shorter objects. I have children demonstrate how they compared the objects. I have some children show how they lined the objects up at one end. We discuss why that's important and what happens if we don't. We also talk about the words longer, shorter, taller, bigger, and smaller. How are they the same? How are they different? When would you use them? (For example: A giraffe is _____ than I am. This pencil is _____ than the scissors). We talk about what length is. What are we measuring when we measure length? 

Day 2

This is a quick activity to see if children can place objects in order according to their length.

During share time, I might ask a student: I noticed you lined the crayons up on one end as you put them in order. Why did you do that? What would happen if you didn't do that?

Day 3

My favorite measuring activity!

I have the kids sit in a big circle and give them each 1 or 2 objects that I have gathered from around the classroom. (I choose objects that can easily be ordered by length). I tell them that we are going to put all of these objects in order from shortest to longest. I start by putting one object down. We review why it's important to line objects up on one end and come up with a strategy to do that for all of the objects. (Here we used the strip between the carpet and tile). 

I call on a student to place his/her object down. I do not show them where to place it. They have to estimate where it will go in the whole scheme of things. For example, it wouldn't be the best idea to put the paperclip right next to the yard stick. Mostly, I let kids put things where they think they will go without interfering. Moving objects around to make room for new objects is part of the whole problem-solving process, and if I step in, I'm defeating the purpose. I do, however, guide them through questioning: I noticed you left a lot of room between your marker and the apple pointer. Can you tell me why you did that?

The more objects that are on the floor, the harder it gets. Some objects are very close in size, and the kids really have to focus to see which is longer. It is an excellent opportunity to revisit good strategies for comparing lengths (i.e. lining objects up on one end).

After a student places an object, I ask the class: Do you agree or disagree? If someone disagrees, I have them explain why.If the object needs to be moved, I have that person work with the student who placed it to move it to the correct spot.

Eventually, we get all the objects placed. 

The next day, I have the students complete a smaller-scaled version for their math notebooks.

Day 4

Some students will still struggle with lining the objects up at one end. In this case, I would ask the student: Which is longest? How can you tell? Is the ___ longer or shorter than the ___? Why does the marker look like it's longer than the pencil? How could we fix that?

When they are done, I have the students record their answers in their math notebooks.

Day 5

Here is another activity where students place objects (wiggly worms) in order according to length. I pre-cut strips of green construction paper in various lengths and have the children pick a piece. They cut out and decorate their worms any way they want. 

As with the classroom objects, we work together to put the worms in order from shortest to longest. Worms get moved around as needed. There are usually a few heated debates about worms that are close in length. Finally, when we're all in agreement, we glue them down!

Day 6

Here's the classic comparing names by length activity. I use this activity as a bridge between comparing objects and actually measuring them with non-standard units. 

I start by writing 2 names on the board. I will choose a really long name, like Alexandria, and write it in skinny letters all smushed together. Then I will choose a much shorter name, like Drew, and stretch those letters out so that his name is actually longer than Alexandria's. Then I ask: Which name is longer? There is a very heated debate--some kids think it should be done by the number of letters in a name. Someone will almost always tell me "You have to make all the letters the same size!" So then we discuss why and how we could do that. Then I show them the grid paper (see below) and ask (not tell) them what we should do. 

The kids write their names, one letter to a square. (Longer names will need strips taped together). And just like the worms, we put the names in order from shortest to longest (or longest to shortest!) We talk about how the squares on the paper helped us keep our letters the same size and why that's important. We will revisit this idea again!

Download Measuring names

Download Grid Paper

Day 7

This activity introduces measuring with non-standard, or informal, units. 

The children partner up and take turns tracing and cutting out each other's feet.

I do not directly model how to measure the feet. I give the kids a tub full of cubes and let them work it out on their own. We take a break about halfway through and have a discussion. I will call on several kids who are doing the things I want to see and ask them to explain. I prompt them with questions: I noticed you snapped your cubes together. Can you tell us why you did that? What would happen if you didn't? I noticed you went right down the middle and not from side to side. Why?

Then we have more discussion. I ask several students: How long was your foot. How long was your partner's foot? Whose foot was longer? What did you notice about how many cubes it took to measure your foot versus how many it took to cover your partner's? (It took more cubes to measure the longer foot). Why?

Follow-Up Activity

I show the students a cut-out of my foot and a smaller one. I ask: Which is longer? 

Then I proceed to measure both feet with paperclips. As you can see, I have a variety of sizes, but the kids usually don't seem to notice or care at this point. Until, that is, we count the paperclips! So we talk about it. It took 4 paperclips to measure my foot and 6 to measure the smaller foot. Does that make sense? Why or why not? What did I do wrong? How can I fix it?

Use paper clips that are all the same size, of course! This is a very concrete example of why it's important to use units that are the same size when comparing objects based on their size! (Just like when we wrote our names in the squares for the comparing names activity).

A quick note about non-standard measurement: It is essential that kids get lots of practice using non-standard units of measurement before they move on to standard units, like inches, and centimeters. Although it is easy to teach kindergartners how to correctly use a ruler, do they really understand what an "inch" is? And if you move to these abstract, standard units too soon, students can develop serious misconceptions. After reading the teachings of people like John Van de Walle and Marilyn Burns, I am perfectly content to sticking with non-standard measurement in kindergarten!

Day 8

I like to give the kids lots of practice measuring, so first we do an avtivity where they have to measure common classroom objects. 

Often times, the actual measurements will include a 1/2. I generally tell my class to use their judgement and measure to the nearest cube. Some kids already understand the concept of 1/2 and write it down (although I get a lot of this: 12 in a haf). 

Download Meauring with cubes

 And then I let them choose what they want to measure. 

Download More Measuring with Cubes

Day 9

With this activity, we explore measuring the same things (in this case, pieces of tape) with different units and then comparing the answers. I put 3 pieces of tape around the room and label them A, B and C. The kids measure each piece of tape with cubes and popsicle sticks.

As you can see, the numbers are very different...

Download Mj_measuring sticks v cubes

So then we ask the question: Why are the numbers different? It's a good discussion, and the kids usually get it pretty quickly. Here is one little girl's writing:

The numbers are different because: It is not because of the tape. It is because of the object that you measure with. The popsicle stick is longer so the number is "shorter." The cubes are shorter, so it is a bigger number.

Another little girl wrote:

The numbers are different because the popsicle sticks were bigger than the cubes and took up more space.

Even though this is a simple activity, we are helping to build our students' schema. In the future, when they start learning about inches and feet and conversions, they will have had this experience--something to build on!

Day 10

So here's a chance for the kids to apply what they've learned. I'm gonna warn you, at at least half of the kids, even the really bright ones, will say the puppy without a second thought. Afterall, 13 is bigger than 2!

They will also ask to see the teddy bear and puppy, which is difficult, because they don't actually exist. I tell them: I don't have them, but we do have plenty of space (popsicle) sticks and cubes. So--what can we do?

They figure out that they're going to have to lay down 2 popsicle sticks and 13 cubes to see which is longer. As a few kids figure it out and the buzz starts making its way around the room, the ones who initally said the puppy is longer get out cubes and popsicle sticks to see if they are right or wrong. It's fun to see their reaction when they figure it out!

It's hard to read, but this student wrote: The teddy bear is longer because the popsicle sticks were longer than the cubes.

And One More!

Again...the first thing they ask is "Where's the rocket?" I tell them: It crashed, so what are you gonna do?

Most lay out 5 space (popsicle) sticks and then measure them with cubes. 

But I have had several students figure out that one space stick is 8 cubes long, so they just added 8+8+8+8+8. Way faster (and easier) than lining up 40 cubes!

Wow...this was a very LONG post (I'm so punny!)

Have fun measuring!

Say Cheese!

Here's a fun activity I did with my kids the last few days of school...

I based it off all the photo booths I've been seeing on Pinterest lately--for bridal showers, weddings, etc. I gathered up as many silly hats, sunglasses, feather boas, masks, and other fun props as I could. Then I made a background and a "frame" on the wall. 

Througout the last couple of days, the kids took turns dressing up and posing for silly pictures. During our End of Kindergarten Celebration, parents were able to take pictures with their own cameras and phones. But I also took a lot of pictures and then uploaded them to Shutterfly so parents could order them if they wanted. 

Here's a close-up of some of the things I had--a cowboy hat, a sparkly jester's hat, a red clown bowler hat, feather boas, a party hat, giant sunglasses, a monkey mask, a butterfly mask, Groucho Marx glasses/nose, mustaches I cut out of black paper and glued to sticks so the kids could hold them in front of their faces, a shiny gold trophy, flowers...

a dry erase board the kids could write their own messages on...

I even made some fun speech bubble signs (which my kids LOVED because they used speech bubbles in their writing). 

It was fun to see the different, crazy ways the kids dressed up and how much fun they had together. Fun fact: The boys loved the feather boas and tiara as much as the girls did. They thought they were being so funny!

Here's an example (like everything else, we grow kindergartners way bigger in Texas!)

And one more...

It was a great way to end the year!

Rock and Roll: A Kindergarten Science Unit on Rocks and Soil

My students' fascination with rocks is evident from the first day of school, when they start presenting me with the pebbles they collect out on the playground. These are no ordinary pebbles--they are treasures! Soon, their cubbies are full of these "treasures" and I find little rocks stowed away all over the room. 

You can download all of the free printables for my Kindergarten Rocks and Soil Unit here:

Download Kindergarten Rock Unit

I introduce this unit by reading a simple and sweet book about rocks:

If You Find a Rock by Peggy Christian

Then I present the kids with my own rock collection. Some of these rocks are just everyday, ordinary rocks that I've picked up in my yard or alongside the road. Some are special rocks I've either purchased or inherited--pieces of crystals, fools gold, pumice, volcanic glass, etc. I am also a sucker for those tourist traps alongside the highway that let you purchase polished rocks by the scoopful. 

I let the kids explore--touch, feel, use hand lenses, sort, and just play with the rocks. Then I send a letter home to families asking the kids to bring in one or two (which usually ends up being 20) rocks from home. Some kids bring in very fancy crystals or brightly colored minerals. Others bring in dirty chunks of limestone. Either way, they think their rock is the most priceless treasure in the world!

After the kids have explored for a while, they fill out rock reports on their rocks and glue them into their science journals. (They also like to do reports on their friends' rocks, as well--so they usually end up with several reports in their journals).

We put all of the rocks together on a shelf and create a Rock Museum. The museum stays up throughout the unit. I leave some hand lenses out and the kids will go explore in the museum whenever they have some free time.

By this time, I have already read several books on rocks. One of my favorites is Let's Go Rock Collecting by Roma Gans. It's simple enough for the kids to understand, but has a lot of good science, as well.

 

Our kindergartners are not required to know the different kinds of rocks--as in igneous, sedimentary or metamorphic. If it's in a book and simple enough for the kids to understand, I'll present the information--but I do not dwell on it.

Here is a page we complete for our science journals--

Here is a picture of our Kindergarten Rock museum.

The kids colored the paper rocks and wrote rock facts (from books) on them.

In this picture, you can see my fancy geode, which I stole from my brother. I hope he doesn't read this blog!

Another fun activity we do is to see if rocks float or sink. I choose 6 rocks and label them with numbers. I make sure the rocks are different sizes, shapes and colors. Most importantly, I make sure I have a piece of pumice. The kids predict whether or not the rocks will float or sink (and they usually have enough of an understanding of the concept to correctly predict that they will sink). 

I save the pumice for last. Because the other five rocks have sunk, most kids predict that this one will, as well. They are very surprised when it floats!

You can see in this picture that the other 2 rocks have sunk, but the pumice is floating on top. 

Give the kids a piece of pumice to explore and see what they notice about it. How is it different from the other rocks? Hopefully, they will notice that it has lots of holes. Pumice is formed by volcanoes and the holes are little gas bubbles. You can decide at this point how much of a discussion you want to have about buoyancy and density and why things float (the mass of the water displaced is greater than the mass of the object). It's hard for even me to wrap my mind around! But they can understand that rocks are different!

Warning--if pumice gets soaked with water enough, it will sink. Which will spoil the point you are trying to make. Spoken from experience! Make sure your pumice is very dry when you begin.

Our kindergartners are required to know how we use rocks and soil in everyday life. So we take a walk around the school and campus to look for things made of rock. The kids are very literal and usually only point out things that are very obviously made from rock (like--say--rocks). 

We go back to the room and make a list (usually very short at this point). Then I show a PowerPoint that shows the different ways rocks can be used. 

  Download What Do We Use Rocks For

We add to the list we have started and the kids record the ways we can use rocks in their science journals.

 

After we have explored rocks for a while, we head outside to explore dirt. Do not attempt this activity with a new French manicure. Again--spoken from experience.

We take scoops and shovels and buckets outside and head for a nice, dirty spot. And we dig! We have these nifty sifters that came in one of our science kits--they are different sizes and will sift the dirt into smaller and smaller pieces. 

We scoop and we shake...

We shake and we scoop...

We look with our hand lenses...

We find fossils...

and seeds...

and bugs (but thankfully, no snakes!)

The kids record their findings in their science journals.

And then we bring some dirt in for a more formal investigation the next day. We methodically use the sifters and divide the particles into different bowls according to their sizes. When we're done, the kids can clearly see that soil is made up of tiny, little rocks. The kids record their findings in their science journals. 

There are a couple of great books I like to read about dirt and soil...

Jump Into Science: Dirt by Steve "The Dirtmeister" Tomecek

Dirt: The Scoop on Soil by Natalie M. Rosinski

We make a big poster listing the different things in soil--the kids LOVE that there's worm poop and animal poop in soil. Poop...Poop...Poop. Why do they love bathroom humor so much?

They record what they've learned in their science journals. Mostly, they've learned that soil contains worm poop.

But we also talk about how soil is essential to life. Without soil, we'd have no plants. Without plants, we'd have no fruits or vegetables. Animals would have no food to eat. So people would have no food to eat. Which brings us to their second favorite subject (after bathroom humor)...death. Ahhh....kindergarten.

The next day, we explore sand. I give the kids a tray full of sand and a hand lens and let them explore.

They record what they see in their science journals (tiny little rocks). I got the awesome poem off of Chalk Talk. We actually glue sand in our journal by spreading a little white glue on, dumping on some sand, shaking off the excess and letting it dry overnight.

Finally, I do a fun fossil activity. Fossils are not actually in our standards, but we live in Texas, and we have fossils everywhere. As a matter of fact, we have them all over our playground (especially these little shell fossils--my kids can find 15 or 20 of them a day!)

I read the book

Fossils Tell of Long Ago by Aliki.

I gather up objects like small shells, plastic bugs, plastic dinosaurs (this one has toes which make a great fossil) and sturdy, waxy leaves. I like to use Model Magic (which is pricey--but use a 50% off coupon at Michael's and it's not so bad). This year, I found this tan/peachy color, which was perfect (I guess it's actually called "Bisque." Fancy.)

I give each kid a small ball of clay and they gently press the object of their choice down to make an instant fossil! 

I make them wait a full day before they take them home--otherwise, their fossil gets smashed. They don't like to wait, but I remind them that real fossils takes thousands and thousands of years to form. They can wait a day!

Long after we have moved on from rocks and soil, my kids are still bringing in rocks that they find! 

I hope you have as much fun teaching this unit as I do!

Kindergarten Teachers ROCK!

Reality Check...

For those of you that think I am a super-organized, perfect teacher that has it all together all of the time (my teamates would crack up at that thought), take a look at a picture of my teacher table...taken 5 minutes ago. 

Those are live ladybugs sitting on top of conference papers on top of our all-about books on top of science journals waiting to be graded. I think my badge is on there somewhere. Don't know for sure. Haven't seen it in a few hours. It's been one of those days weeks. 

I will not go home until it is cleaned off. I will not go home until it is cleaned off. I will not go home until it is cleaned off. ..

Ms. Warner...I think there's a snake in my cubby...

This is what one of my little boys said to me on Friday as we were packing up to go home. Not panicked, not excited...just very mellow... "Ms. Warner, I think there's a snake in my cubby."

Me: Very funny, J, now get packed up. We're running late.

J: No seriously, it's really a snake.

Me: J--it's not a snake. It's a string...or a stick...or some other random thing you've brought in from the playground.

Then 6 other kids jump up to see the "snake" and all start squealing... "A snake! A snake!" So I run next door (without stopping to look) and scream to my neighbor..."There's a snake in J's cubby!"

Brave Neighbor Teacher: Ha, Ha. Tell your kids that it's a little late for an April Fool's joke.

Me: No...I think there is. Please come look.

Brave Neighbor Teacher: Fine...I'll be the Super Hero Teacher. So Brave Neighbor Teacher walks in with confidence, takes one look and screams like a 5 year-old "Ahhhh.....a snake!" So much for the "Super Hero."

Finally, tiny, little sweet Ms. C comes in and rescues us all from the big bad snake by carrying it down to the office. In my defense, she said it was really much bigger when it uncoiled and started squirming. So a tiny little snake had me abandoning my poor defenseless children and running for the hills. I'm a terrible teacher! And I will never live this down (Yes, KE, I'm talking about YOU.)